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Editors Richard H. Hersh and John Merrow introduce Declining by Degrees: Higher
Education at Risk to give reason and intentions for compiling the volume of essays. The volume
intends to educate the public on the notable decline of the quality of undergraduate education in
America. The reflections written by varying experts, including journalists, scientists, college
presidents, professors, and other organization leaders, offer a unique perspectives and provide
more evidence that concerns exist for the state of higher education (p. 1). The general public is
focused on college admission and graduation. Higher education is viewed as a ticket to get a job,
and many believe higher education has lost its focus on learning and is drifting into a sea of
mediocrity (p. 9). What are students learning in between admission and graduation? What is
being done to restore the quality of undergraduate education? (p. 2) Throughout the book,
different perspectives, ongoing controversy, concerns, and possible solutions are shared from
varying essayists to encourage conversations about a growing problem that needs immediate
attention.
Gene I. Maeroff presents the medias view of higher education. Higher education seems
to escape the scrutiny of the media, and it is overlooked due to the focus on the quality of K-12
education. With more money involved and with a larger audience, media stories tend to revolve
around elementary and secondary school. Reporters are not as well informed about rising issues
with higher education; therefore, they do not know enough to ask. America is under the
impression, or misconception rather, that universities and colleges are doing just what they
proclaim to do. Before college is to be reformed, the general publics interest lies in the scrutiny,
assessment, and constant tabs on K-12 education. Reporters may discuss the obvious topics
involving tuition, admission, and sports none of which include quality of education. America

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needs to understand they contribute to higher education with their tax dollars. Maeroff wonders
why there is a lack of interest.
The media is a result of the publics interest, so it not surprising that the general public
perception of higher education reform is similar. Deborah Wadsworth writes about how
Americans think about higher education, its value, and whom should be recipients of education.
Her discoveries, supported by recent surveys pulled from Pubic Agenda and the National Center
for Public Policy and Higher Education, demonstrate a critical view of K-12 education while
higher education seems immune, many perceive as a world-class act (p.24). In the eyes of the
public, a college education has replaced high school degrees as a ticket to a good job and the
middle class. A large percent (76%) of the public believes college should be for everyone and the
country could never have too many college graduates. Two major public mind-sets exist
according to Public Agenda focus groups and interviews. The purpose of college is to prepare
high school graduates to get job and enter into the middle class. The second mind-set being the
college years should be a time of growth from childhood to adulthood. American higher
education has escaped the press and to the public appears to remain a high-quality product, and if
students fail to succeed it is not the fault of institutions but students for not better preparing or
keeping up.
Another responsibility for students and parents is the process of admission. A great deal
of stress is associated with the selection process. However, of the 3 million American students
who graduate from high school, only 10 15 % are competing for the selective schools (p.39).
The majority attends those colleges open to most applicants. The admissions department
functions more like a business as it focuses on marketing and branding. Many institutions want
to appear more selective because it attracts costumers, also known as the attract to reject

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strategy (p. 41). Parents and students are more concerned with the prestige or reputation of an
institution rather than the actual quality of the education (p.43). The shift in purpose of serving
the larger public to the individual admission and graduating with a job has led many to begin
asking questions concerning quality. The questions explain the push to measure quality through
increasing accountability and assessment (p.46).
On the topic of holding institutions accountable, Jay Mathews discusses the unexamined
assumptions about quality and sends the message of the importance of determining whether or
not universities are doing what they say. Mathews titles his essay Caveat Lector, meaning let the
reader beware, to bring to light recent discoveries of discrepancies between reputation and
reality. Again the general public assumes colleges are doing as they say, so there is no need to
examine further; however, if you were to dig deeper, you will discover even the prestigious are
guilty of cutting corners and providing courses that do not live up to their reputation. Many
institutions present little evidence about what students are learning and according to an associate
professor at University of Central Florida, Mark D. Soskin comments, Establishing standards or
even publishing measure learning would reveal that the emperor, if not naked, has a much
skimpier wardrobe than commonly presumed (p. 50 - 51). Mathews gives several examples
of questionable courses like Ghosts, Demons, and Monsters offered at Dartmouth, leave
people to question the nature and quality of the education being offered (p. 48). While
institutions are quick to defend their own, they do not mind pointing a finger at the value of
programs like high school AP courses. Many institutions believe these courses are a poor
representation of college courses, so they have tightened up on awarding credit to incoming
students (p. 50). Mathews also brings to light the argument of the future of liberal education.
According to the American Council of Trustees and Alumni report, a serious liberal arts

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education is necessary because graduates need analytical, writing, and quantitative skills to
pursue their careers (p. 55).
Carol G. Schneider continues the discussion on liberal educations place in undergraduate
curriculum in the 21st century. With a strong focus on receiving degrees to obtain jobs, many
like Schneider continue to pose the questions about what students are learning, what kinds of
learning will serve well over time, and what is role does education have in preparing students for
democratic citizenship? (p. 62-63). Removing liberal arts education, beginning with curriculum
change in high school with different tracks to prepare students for college or vocation, has had
negative consequences according to Schneider. A liberal education is defined as an education
that helps students comprehend and negotiate their relationship to the wider world (p. 64). A
liberal education helps students develop skills such as problem-solving, collaborative abilities,
quantitative competence, cross-cultural knowledge, and civic engagement, that are all qualities
looked for in the workforce. Schneider presents a strong point for the importance of a liberal
education that prepares graduates to respond to a complex and changing environment, to prepare
for citizenship, and allows students to connect different areas of learning (p. 65 66). However,
many institutions are marginalizing liberal education and its value is being compromised. Forprofit competitors and fast-pace, money-driven customers are threatening the existence of liberal
education (p. 67). Many students today do not know the meaning of a liberal education or
assume a political connotation. Many policy leaders are comfortable with downsizing liberal
education because they are focused on short-term outcomes and feel there is no time for lifetime
learning. Schneider urges the public to reclaim the commitment to liberal education to its value
to society as a whole (p. 73 75).

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Other challenges outlined by Vartan Gregorian need to be addressed in order to better the
American university. Among these challenges is information glut; the concern with unlimited
access to information with a decline in knowledge (p. 78). The crisis over curriculum during this
information age brings about a need to balance between technical studies with general and liberal
education (p. 80). The commercialization of research and lack of federal funding has led to
challenges in preserving academic freedom in research and separating from industry and the
marketplace (p. 82). To cut costs and leave time for research, many institutions hire a great deal
of part-time faculty, adjuncts, or graduate assistants. However, universities are faced with the
challenge of compromising the strength of the institution with fewer full-time faculties (p. 84
85). Remedial studies also pose a threat to the quality of higher education; to many dedicating
the first two years of college playing catch up only leads to mediocrity (p. 86). With the
advancement in technology and the ability to receive education anytime and anywhere, what will
happen to traditional or residential institutions? Gregorian asks the reader to examine the longterm effects of these challenges and changes.
While at first glance, higher education to seems much the same as it did fifty years ago;
however, at a closer look Howard Gardner highlights two major changes that have occurred and
presents solutions for achieving education goals. Colleges have been greatly influenced by the
market; institutions now operate based on competition, supply and demand, and profitability.
The power has shifted to the student whose needs and interests dominate (p. 97 98). When one
eye is focused on the needs of the student and the other on the financial obligation, conflict is
bound to exist (p. 98). According to Garner, the cross-eyed foci come from a lack of models of
how society can work and a sense of confidence in colleges. He outlines how colleges should
handle the two through competing based on goods they demonstrate. In the essay, Garner

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illustrates a program, the GoodWork Project, as a means for individuals and institutions to
consider four points in creating a college: mission, model, personal version mirror test, and
profession-wide mirror test (p. 110-111).
Like Garner mentioned, marketing has always been apart of society and the way we operate;
however, an increase in universities involvement in marketing and focus on money puts the
quality of higher education in danger. The business of universities has taken sometimes altered
the curriculum, like in Browns movement to restructure to New Curriculum or No
Curriculum with no required courses hours, and the freedom to design own degrees (p. 120).
The individuals freedom creates concern for quality in education. David L. Kirp also discusses
the markets effect on what economists call negative externalities for the nation (p. 127).
Marketing increases accessibility and enrollment, but how will this affect competition, especially
international business?
Money became the focus of higher education, and according to essayist Murray Sperber,
money is to blame for the decline in higher education. Sperber gives an account of events in the
history of higher education that led to the demise of a institution of high standard and low cost to
an institute known for highly questionable quality at a very high price (p. 131). With the
research movement following Sputnik, funding increased and expansion ensued. Competition
among institutions began as leading universities provided any and all programs (p. 131-132).
This expansion continued after the Civil Rights movement and Vietnam War, which brought
about growing class sizes, young part-time professors, and a graduate school boom. As the
emphasis on research grew, tenure changed and large lecture classes taught by graduate students
were justified due to tuition revenue (p.134 -135). Compromises in education were made to save
money and establish prestige through research. The introduction of poll rankings became a focus

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for many, neglecting undergraduate education (p. 139). Sperber gives several solutions in his
excerpt to correct the current issues in higher education that involve creating pure research
institutions, rewarding faculty for teaching or research, and abolishing passive teaching methods
(p. 141- 143).
Frank Deford addresses one of the most controversial issues in higher education he
believes has forever diminished the honor of education (p. 153). Deford explains that even with
the first intercollegiate competition, big-time sports and academia have never worked well
together and never will (p. 145). While some argue sports activity is a component of education
and athletic programs financially support universities, only a handful actually profit and most
serve as a distraction from the mission of education (p. 146 - 147). Deford describes athletic
scholarships as the most inexcusable because they are the only scholarship awarded based on
extracurricular talent and has caused society to focus on set goals of athletic scholarships rather
than academic (p. 148). All colleges, big and small, along with the media, put too high a value on
athletic success and thus athletes are given special privileges, lower standards and requirements
(p. 151 152). According to Deford, big-time sports have become our modern peculiar
institution and due to playing by their own rules, athletics have diminished the honor of
education (p. 153).
Several other gaps exist in higher education, more specially between students and what
colleges offer. Arthur Levine presents five major mismatches between the two, which include
money, convenience, teaching/learning, free time, and priorities (p. 155). With the rate of rising
tuition cost increasing faster than inflation, families especially with low-incomes, have difficulty
providing this opportunity. The rising costs along with shifts in financial aid from need to merit
have great influenced access and choice of institution for students (p. 156 157). With a shift to

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more non-traditional students, many want college to function like a bank. They desire to have
convenience, service, quality, at a low cost, and those that do not feel valued as a customer seek
out pro-fits and distance learning opportunities (p. 158 159). Another disconnect between
students and colleges exist within learning and teaching methods. Conflict exists because more
than half of students actively learn while three fourths of faculties passively teach. Levine
explains that faculty will have to change because students will not (p. 160). Students are also
moving in a different direction when it comes to student life; students are more concerned with
differences and voluntarily participate in segregation and victimization (p. 161 163).
Universities are challenged by serving two customers with very different needs, and the
disconnect between students and faculty will only continue to serve as a problem colleges are
forced to face (p. 164 165).
Another problem facing higher education as a whole is the slow growing number of
minorities obtaining college degrees. Roberto Suro and Richard Fry provide statistics that
demonstrate a lack of success in the Latino community and express the importance of educating
the newcomers, Americas future citizens (p. 169 170). While Latinos and whites appear to
have the same percentage (82%) of high school graduates go on to higher education, only
twenty-three percent actually complete degrees (p. 174). Hispanics are not as well-prepared in
high school and attend more community colleges and two-year schools as a result (p. 175). Many
in the Latino community face other obstacles involving family structure, delayed entry,
economic status, cultural dynamics, living at home, taking care of dependents that play a role in
lower success rate (p. 180). Suro and Fry explain how higher education is failing to meet the
needs of the minorities to complete degrees and compete in the knowledge-based information

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economy. Higher education must serve as an entry for newcomers because their education
greatly affects the future of the nation (p. 182).
Many institutions claim to seek diversity among faculty, staff, and student body.
However, Heather Wathington reveals in her excerpt that a gap exists between rhetoric and
reality, and in reality the opportunity for students of color is limited and declining (p. 185-186).
Minorities have unequal access and educational outcomes due to a lack of preparation from
poorly funded and underperforming schools. Support for affirmative action and race-based
scholarships has decreased, and while the Grutter v. Bollinger case allowed race to be considered
in college admissions, minority enrollment continues to be slow growing (p. 187). Many claim to
increases in minority enrollments over the last two decades as progress, but many of those
completed two-year degrees or never finished. The gap in attainment levels among white, black,
and Latino students has widened over the past two decades, and Wathington challenges the
audience to consider what programs provide support and outreach for this population and to
commit to bridging the gap (p. 189 192).
Julie Johnson Kid, leader of Christian A. Johnson Endeavor Foundation, continues to
serve as support for higher education institutions especially those involving minorities like
historically black colleges, Appalachian colleges, and American Indian institutions. Kid explains
the reasons why higher education has fallen short and the blame falls on several parties including
educators, trustees, parents, and society at large (p. 195- 196). According to Kid, society lacks a
clear understanding of the role of higher education in the lives of young people, and parents fail
to emotional and intellectually prepare students for college (p. 198). Parents and society fail to
provide financial and philosophical support, and higher education lacks vision and creativity to

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make improvements (p. 201 203). In order to achieve excellence in education, Kid believes
everyone must change the way they think for the future of the nation and its people (p. 206).
With more and more students receiving college degrees, the future of the nation would
seem to be in good hands. However, how are people demonstrating their civil virtue and
contributing to their community? How are students connecting learning to life? Leon Botstein
addresses unfulfilled promises between the curriculum and campus life (p. 209 -210). Botstein
claims concern is exist because what students learn outside the classroom contradicts what they
learn within. The patterns and activities from both make up their college experience, which they
carry long into adulthood (p. 211). The importance of residence life is stressed within the essay
because it opens up opportunities to engage in tolerance, civic participation, public service,
community-building, follow rules, and ultimately learn to live with others from varying
backgrounds (p. 213- 214). The disappearance of faculty from campus life due to more formal
interactions and scrutinized faculty-student relationships, has taken away from a vital component
of education. Botstein feels residence life, student activities, counseling, and advising staff
cannot replace the facultys engagement with students (p. 216 220). To successfully achieve
both intellectual pursuits and civic participation, curriculum has to be created that connects
general education to curricular life as well as the surrounding community; the challenge is this
requires resources, human, and financial capital (p. 224).
Richard Hersh concludes by posing the question, What difference does a college make?
The essayists effectively question the quality of higher education, which supports the need for
greater transparency and openness about what happens during college (p. 230). After years of
research, Hersh has developed ways to measure student learning through value-added. Valueadded measures a students capabilities and knowledge as a result of attending a particular

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college or university. According to Hersh, What college or university one attends does make a
difference in what and how a student learns! (p. 231).
I could not agree more with Hershs statement. The college one attends makes a
difference in what and how a student learns. I am a product of a private liberal arts education,
and I understand the value of liberal education much like Schneider as a means to prepare wellrounded students for the world beyond college. While I understand todays economy has led to a
greater demand for higher education to obtain jobs, I, too, feel it is dangerous that higher
education is loosing focus of the original purpose of the establishment of American universities.
I agree it would be unfortunate to see the growing perception of college as a tool to get a job take
away from the purpose of obtaining knowledge, critically think, become more aware to better
serve the public as an educated and civil citizen. I appreciate that my liberal arts education
provided curriculum and campus life opportunities that shaped who I am today, a contributing,
beneficial member of society.
Declining by Degrees: Higher Education at Risk provides substantial support for the need
to assess student learning through offering varying perspectives tackling the controversies,
concerns, and possible solutions to better higher education in the future. The issues revolving
around money, industry, changing student populations, advancements in technology, disconnects
between needs and services all give rise to the questionable quality of higher education. This
volume demonstrates a clear evolution of the matters presented and emphasizes the importance
of making others aware of the decline of higher education not to simply cause alarm but to
reflect and to have conversations on how to begin the ascend.

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References
Botstein, L. (2005). The curriculum and college life: confronting unfulfilled promises. Declining
by degrees: higher education at risk (pp. 209-227). New York: Palgrave Macmillan.
Deford, F. (2005). America's modern peculiar institution. Declining by degrees: higher
education at risk (pp. 145-154). New York: Palgrave Macmillan.
Fallows, J. (2005). College admissions: a substitute for quality?. Declining by degrees: higher
education at risk (pp. 39-46). New York: Palgrave Macmillan.
Gardner, H. (2005). Beyond markets and individuals: a focus on educational goals. Declining by
degrees: higher education at risk (pp. 97-112). New York: Palgrave Macmillan.
Gregorian, V. (2005). Six challenges to the American university. Declining by degrees: higher
education at risk (pp. 77-96). New York: Palgrave Macmillan.
Hersh, R. H., & Merrow, J. (2005). Declining by degrees: higher education at risk. New York:
Palgrave Macmillan.
Hersh, R. H. (2005). Afterword: what differencedoes a college make?. Declining by degrees:
higher education at risk (pp. 229-232). New York: Palgrave Macmillan.
Kid, J. J. (2005). It is only a port of call: reflections on the state of higher education. Declining
by degrees: higher education at risk (pp. 195-207). New York: Palgrave Macmillan.
Kirp, D. L. (2005). This little student went to market. Declining by degrees: higher education at
risk (pp. 113-129). New York: Palgrave Macmillan.
Levine, A. (2005). Worlds apart:disconnects between students and their colleges. Declining by
degrees: higher education at risk (pp. 155-167). New York: Palgrave Macmillan.
Maeroff, G. I. (2005). The media: degrees of coverage. Declining by degrees: higher education
at risk (pp. 11-22). New York: Palgrave Macmillan.
Mathews, J. (2005). Caveat lector: unexamined assumptions about quality in higher education.

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Declining by degrees: higher education at risk (pp. 47-59). New York: Palgrave
Macmillan.
Schneider, C. G. (2005). Liberal education: slip-sliding away?. Declining by degrees: higher
education at risk (pp. 61-76). New York: Palgrave Macmillan.
Sperber, M. (2005). How undergraduate education became college lite - and a personal apology.
Declining by degrees: higher education at risk (pp. 131-143). New York: Palgrave
Macmillan.
Suro, R., & Fry, R. (2005). Leaving the newcomers behind. Declining by degrees: higher
education at risk (pp. 169-183). New York: Palgrave Macmillan.
Wadsworth, D. (2005). Ready or not? Where the public stands on higher education reform.
Declining by degrees: higher education at risk (pp. 23-38). New York: Palgrave
Macmillan.
Wathington, H. D. (2005). Talking the talk: rhetoric and reality for students of color. Declining
by degrees: higher education at risk (pp. 185-193). New York: Palgrave Macmillan.

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